Learning practice? Exploring the links between transitions and medical performance

It is shown that, in contrast to current assumptions of, understanding about and practice in doctors' transitions, doctors can never be fully prepared in advance for aspects of their work.

Abstract

PURPOSE: The aims of this paper are to understand the links between work transitions and doctors' performance and to identify the implications for policy, regulation, practice and research. DESIGN/METHODOLOGY/APPROACH: The paper explains transitions in terms of the inseparability of learning, practice and performance and introduces the concept of the transition as a critically intensive learning period to draw attention to this phenomenon. It also identifies implications for practice, research and regulation. FINDINGS: Drawing on empirical data in relation to prescribing and case management, the paper will show that, in contrast to current assumptions of, understanding about and practice in doctors' transitions, doctors can never be fully prepared in advance for aspects of their work. ORIGINALITY/VALUE: Transitions are explained in terms of the inseparability of learning, practice and performance and we introduce the concept of the transition as a critically intensive learning period to draw attention to this phenomenon. Also identified are implications for practice, research and regulation.